IMPROVING STUDENTS’ LISTENING COMPREHENSION USING SHORT STORY ON YOUTUBE VIDEO: A STUDY at SMPN 6 MONCONGLOE
A THESIS
Submitted to the Faculty of Cultural Science Hasanuddin University in Partial Fulfilment to Obtain Undergraduate Degree in English Department
Compiled by:
RISNAWATI F21 115 028
ENGLISH DEPARTMENT
FACULTY OF CULTURAL SCIENCES HASANUDDIN UNIVERSITY
MAKASSAR 2019
vi ACKNOWLEDGEMENT
Bismillahirrahmanirrahim
Alhamdulillah, Praise to Allah Subhanahu Wataala, the Most Gracious and High Merciful, for the health, strength, and also guidance to the writer’s presence in this world specially to accomplish her thesis as one of requirements to obtain her degree in English Department, Faculty of Cultural Science Hasanuddin University Shalawat and salam also go to prophet Muhammad Sallallahu ‘alaihi wa sallam, the greatest of human kind.
In this occasion, the writers’ grateful thanks to the following people their existence, help, care, and advice, so that the writer can finish her study. Those incredible people are as follows:
Firstly and foremost, I would like to expresses her deepest gratitude to Dr.
Abidin Pammu, M.A.Dipl.TESOL as the first consultant and Dra. Nasmillah, M.
Hum., Ph. D. as the second consultant for all of their guidance, ideas, advices, corrections, suggestions, and always be patient in guide me from beginning until finishing the whole composition of my thesis also the head of English Department Faculty of Cultural Sciences, Dr. Abidin Pammu, M.A.Dipl.TESOL for his advice and crucial contribution in the improvement of this thesis.
vii Secondly, I would like to say thanks a lot to my beloved parents, for their prayer, everlasting love, endless fondness and unconditional support throughout my life.
Without them I am nothing. Also, thanks for my brother who always support me in each condition. Maybe we are quarrelsome each other, but actually you are the important person too who always help me if I have problem
Next, I gratefully thank to the principle of SMP, (Supratman S.pd M.pd) for allowing me to conduct the research there. The English teacher in SMP Negeri 6 Moncongloe : (Satriani Taha S.pd) for allowing me to conduct my research in her class. I could never have finished this without your great guidance.
Besides that, I am very grateful to have sisters from another mother who always care, help and support me too. The first appreciation goes to Musdalima, Indah Rahayu and Fitriani as my best friend, my sister, they always become good listener for every problem that I faced during I do this thesis.
Further, I also want to express my appreciation for my close friends in English Department. They are Ayu lestari amir,Hasnani Suudi, Indah Lestari Syardianti, Astrika Dewi, Nur Atira and Putri Ayu. For sharing happiness and sadness during my study. Hopefully our friendship never fade away and until jannah. I also say thanks to E-Lite 15 who always help and care each other and my other friends who become good friends.
viii Moreover, I also would like to say thank you to KKN-mates “KKN Bakti
Negara Majene” especially for Bunda Nia, Grace, Ani, Tuti, and Syahrul for giving unforgettable moments.
In addition, I would like to say thank you for the most annoying person that I ever have Muh Akil Agung who always stood by me during sixth years and still counting. Thank you for your supportin every situation and condition then always be a good listener for me.
The last but no least I want to express my thankfulness to all parties that the I cannot mention one by one which have provided morally and materially. Thank you all, may Allah repay you.
As the conclusion, the writer hopes this thesis will give a contribution for the students of English Department also for the future study that related with this topic.
The writer realizes that this thesis is still for being perfect, so any suggestion or criticism will be very much appreciated for the improvement of this writing.
Makassar, 15th august 2019
Risnawati
ix TABLE OF CONTENTS
TITLE ………..i
APPROVAL SHEET……….ii
LEGITIMACY ………..iii
AGREEMENT………...iv
DECLARATION………...………...v
ACKNOWLEDGEMENT………...………...…...vi
TABLE OF CONTENTS...ix
LIST OF TABLE………..xii
ABSTRACT ... xiii
ABSTRACT ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Identification of Problem ... 3
C. Scope of Problem ... 3
D. Research Question ... 4
E. Objectives of the Research ... 5
x
F. Significance of the Research ... 5
CHAPTER II LITERATURE REVIEW ... 6
A. Previous Studies ... 6
B. Theoretical Background ... 7
a. The Nature of Listening ... 8
b. The Nature of Listening Comprehension ... 10
c. The Purpose of Listening ... 11
d. The Importance of Listening ... 12
e. Video as Teaching Media ... 13
1. Definition of Video ... 13
2. The Benefit of Using Video in the Classroom ... 14
3. Hypothesis ... 16
CHAPTER III METHODOLOGY ... 17
A. Research Design ... 17
B. Population and Sample ... 18
C. Method of Collecting Data ... 19
D. Instrument ... 22
E. Method of Analyzing Data ... 23
CHAPTER IV FINDINGS AND DISSCUSSION ... 25
xi
A. Findings ... 25
1. Presentation of the Observation Result ... 26
2. Data Presentation and Analyses I (Cloze Test) ... 27
3. Data Presentation and analyses II (Multiple Choice Test) ... 34
4. Questionnaire Analysis ... 60
CHAPTER V CONCLUTION AND SUGGESTION ... 69
A. Conclusion ... 69
B. Suggestion ... 70
BIBLIOGRAPHY ... 71 APPENDICES ...
xii LISTS OF TABLE
Table 1: The Likert Skale ... 22
Table 2: listening score for Cloze Test (pre-test) . Error! Bookmark not defined. Table 3: listening score for cloze test (post-test) ... 32
Table 4 : The achived score in pre-test and post-test (cloze test) ... 34
Table 5-14: The students data and analysis in multiple choice test (pre-test) ... 37
Table 15-24:the students data and analysis in multiple choice test (post-test) ... 47
Table 25 : the students score in multiple choice test ... 53
Table 26 : The achieved score in pre-test and post-test (multiple choice ... 56
Table 27 : questionnaire analysis ... 60
xiii ABSTRACT
RISNAWATI, Improving Students Listening Comprehension Using Short Story on YouTube Video: A Study at SMPN 6 Moncongloe (supervised by Abidin Pammu and Nasmilah.
This research aims to probe the effectiveness of short story on YouTube video to improve students’ listening comprehension and to find out the students’ perception on the use of short story on YouTube video in learning listening.
The population of the research were 117 students, the writer took one class only grade VIII.1 in SMPN 6 Moncongloe, which 15 samples were taken as sample. The writer selected by using purposive sampling method. The writer applied pre- experimental design mixing qualitative and quantitative data. The data were collected through listening test such as filling the blank test, multiple choice test and questionnaire. The cloze test and multiple choice test was given in pre – test and post – test to find out the data result about students’ listening comprehension using short story on YouTube video by used quantitative method. The questionnaire was given after post-test conducted to disclose the students’ perceptions on the use short story on YouTube video in listening section by used qualitative method.
The findings of this research shows that the result of students’ listening comprehension achievement is significantly different between pre-test and post-test, the mean score of post-test in cloze test (85,6) is higher than pre-test (63,46). While the mean score of post-test in multiple choice test (76, 6) is higher than pre-test (45, 33). The students’ perception in listening comprehension by using short story on YouTube video is mostly positive. This is because they enjoy learning listening using video which makes them understand the story easily and it is an interesting teaching media to learn.
Keywords: Students’listening comprehension, Improving, Short story, YouTube video.
xiv ABSTRAK
RISNAWATI. Improving Students Listening Comprehension Using Short Story on YouTube Video: A Study at SMPN 6 Moncongloe (Dibimbing oleh Abidin Pammu and Nasmilah)
Penelitian ini bertujuan memeriksa keefektipan short story pada YouTube video untuk meningkatkan pemahaman menyimak dan mengemukakan persepsi siswa melalui metode short story pada YouTube video dalam pembelajaran menyimak.
Populasi penelitian ini berjumlah 117 siswa. peneliti hanya mengambil satu kelas yaitu kelas VIII.1 di SMPN 6 Moncongloe ini, yang mana 15 dari siswa tersebut dipilih sebagai sampel dengan menggunakan metode purposive sampling.
Peneliti menerapkan pre-experimental desain dan metode gabungan yaitu kuantitatif dan kualiitatif data. Pengumpulan data dilakukan melalui listening tes seperti cloze test, multiple choice dan kuesioner. Cloze test dan multiple choice tes diberikan pada saat pre-test, treatment dan post-test untuk mengemukakan hasil data mengenai pemahaman menyimak pada siswa dengan meggunakan short story pada YouTube video melalui metode kuantatif. Kuisioner diberikan kepada siswa setelah pengambilan data pos-test untuk memperlihatkan bagaiman persepsi siswa melalui metode penggunaan short story pada YouTube video dalam pembelajaran menyimak dengan metode kualitatif.
Hasil dari data penelitian ini menunjukkan hasil yang berbeda secara signifikan antara pre-test dan post-test. nilai post- test pada cloze test (85,6) lebih besar dibandingkan dengan nilai pre-test (63,46). Sedangkan nilai post-test pada multiple coice test (76,6) lebih tinggi dibandingkan dengan nilai pre-test (45,33). Disamping itu, kuesioner bertujuan mengetahui bagaimana persepsi siswa mengenai metode short story pada YouTube video ini, rata-rata memberikan persepsi yang positif. Ini dikarenakan siswa menikmati pembelajaran listening dengan menggunakan metode video short story yang ada di YouTube yang membuat mereka lebih mudah memahami cerita dan merupakan media pembelajaran yang menarik.
Kata kunci : pemahaman menyimak pada siswa, peningkatan, cerita pendek, YouTube video
1 CHAPTER I
INTRODUCTION A. Background
In Indonesia, especially in education field, teaching English as a second language has been the most important issue nowadays. To deal with, English becomes a compulsory subject to learn in. English is learned from primary school up to university. In learning English, students are expected to master both productive and receptive skill. Productive skill consists of listening and speaking skills while receptive skill consists of writing and reading skills.
One of the skills categorized the basic skill in understanding English is listening. It is an important skill that should be mastered due to fact that it helps students to improve their capability in English. Listening skill is also a key to understand knowledge and get an information spoken by speakers. Besides, especially for students, they have to master in listening to respond and understand some instructions from their teacher properly
However, teaching and learning listening are not easy as it might seem, because English has different elements that carry some difficulties for Indonesian students.
Some students are weak in comprehending listening and they even do not understand words or sentences pronounced in English communicated verbally.
They sometimes fail to write what they hear. In addition, listening section in some schools are not so intensified that most students do not understand and unfamiliar
2 with listening section itself. Listening is only heard from teachers who have a different accent with native speakers. As a result, students become confused in recognizing and writing the words they listen to.
Based on those problems, it is considerably necessary to do an effort to develop students’ listening comprehension. Therefore, a teacher needs an appropriate technique. There are many various techniques that can be used by the teachers to help the students in comprehending spoken text. The teaching learning process can be facilitated by some teaching media, which can be as a means of communication.
Teacher can convey the message more accurately and motivate the students to learn English. One of the media that can be used in teaching English listening is video which is widely available on YouTube.
According to the statements above, the writer proposed a solution to solve these problems in SMPN 6 M0NCONGLOE as a considerable chosen school to apply technique to teach listening by using short story on YouTube. The video can show the English material needed by the teacher. Therefore, the writer conducted a research entitled: “The students’ perception on the use of YouTube Video in improving their listening comprehension (a case study at SMPN 6 MONCONGLOE)”
3 B. Identification of Problem
Based on the background above, the writer identified some problems of the students in learning listening comprehension:
1. Several students are still weak in comprehending spoken text.
2. The students are still confused to understand all the vocabulary because some words have different dialects in English itself.
3. Teachers have different pronunciation of English words, so the students have a problem in recognizing the words they hear.
4. Listening class is rarely given in schools which make the students become unfamiliar with the listening itself.
C. Scope of Problem.
In regard to the background and identification of problems, this study will limit the problem to focus on improving students listening comprehension using short story on YouTube video at SMPN 6 Moncongloe at the academic year of 2018/2019.
D. Research Questions
Based on the explanation above, two questions will be answered in this study as follows:
1. How does short story on YouTube improve the students’ listening comprehension?
2. What are the students’ perceptions about the material given through YouTube video in improving their listening comprehension in short story?
4 E. Objective Research
1. To probe the effectiveness of short story on YouTube video to improve the students’ listening comprehension.
2. To find out the students’ perception on the use of YouTube video in improving their listening comprehension.
F. Significance of the Research
The significances of the present research were divided into:
1. Theoretical Significance
Theoretically, the result of this study may give valuable information and enrich the knowledge on how to improve students’ listening skills through video in narrative text
2. Practical Significance
Practically, this study is expected to be beneficial for:
a. The English Department of Hasanuddin University
It is expected that the result of this research can be used as a reference for the other students of English Department Program who might have a related topic of listening comprehension.
5 b. The teachers and students of SMPN 6 MONCONGLOE
Hopefully, the result of this research can inspire the English teachers of SMPN 6 MONCONGLOE to use and develop various techniques in the teaching listening skill. Besides that, through the implementation of the actions in this research, it will give meaningful and useful contribution to the students of class VIII especially for their listening comprehension. So, they will have a huge interest and have motivation in learning English.
c. For the other researchers
This research could give contribution, inspiration, and references for the researcher who will conduct similar research that deals with the same strategy, and with the same or different research design to improve the quality of teaching listening comprehension through the use of video.
6 CHAPTER II
LITERATURE REVIEW A. Previous studies
The purpose of this chapter is to describe the literature which is relevant to the topic of the study including previous studies required as materials to consider for this research, as well to support the construction of the theoretical background.
There are some researchers related to the topic of this research, as presented below:
A research conducted by Lestari (2016) entitled “effect of picture and video on students’ listening comprehension at the eighth grades students of junior high
school”. She used quasi experimental study. The experiment is treated to two groups and each of group was given different treatment. The first group was taught by using Video and the other group was taught by using picture. This research showed that the use of video is more effective than using picture at SMPN 8 Tangerang Selatan.
In different study, Pratama (2018), conducted study entitled improving students’ listening skill through watching English movie at the eleventh of SMA
Negeri 1 Manggar, Bangka Belitung province in 2017/2018 Academic year. This study used classroom action research (CAR) in which the writer worked collaboratively with the English teacher. The result of this study indicated that there was an improvement of the students’ listening skills.
7 Another relevant study is “The Use of Video Movie to Improve Students’
Listening Comprehension Achievement” by Putriani, et al (2013). The students’
purpose was find out whether there is any significant increase of student’s listening comprehension achievement after being taught through video movie and to investigate the process of teaching listening through video movie in the classroom.
In this study they were used quantitative method to collect the data. The results showed that there was a significant increase from pre -test to post-test. The average score of pre-tests was 54.83 and the post-test was 72.17 and t-value was higher than t-table. By comparing the score of pre-test and post-test, it can be found that the gain data was 17.33. This proved that the treatments had a positive effect on the students’ achievement. Based on the data, it can be concluded that the implementation of video movie in the classroom increase students’ listening comprehension achievement.
In difference with the previous studies above, the writer disclosed how effectively video short story on YouTube video improve student’s listening comprehension where SMPN 6 Moncongloe as the sample.
B. Theoretical Background
The writer would like to present some theory which is are related to the object.
1. The Nature of Listening
There are many definitions to define what is listening. First listening is an active, purposeful processing of making sense of what we hear (Helgsen, 2003: 24).
Rost (2002:279) stated that listening is mental process of constructing meaning
8 from spoken input. She also adds that listening is vital in the language classroom because it provides input for the learner. Without understanding input at the right level, any learning simply cannot begin. Listening is thus fundamental to speaking.
Listening is more complex than merely hearing. It is a process that consists of four stages: sensing and attending, understanding and interpreting, remembering, and responding. The stages occur in sequence but we are generally unaware of them. Thomlinson (1998) (cited by Dr. Ismail Cakir) defines listening includes
“active listening”, which goes beyond comprehending as understanding the message content as an act of emphatic understanding of the speaker. Furthermore,
Saha (2008) expresses that even though listening and hearing are related, listening involves an active process, which requires an analysis of sounds, in contrast to hearing that only perceives sounds in a passive way.
Ronald and Roskelly (1999) define listening as an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalizing that writing and reading demand; and these authors present specific exercises to make students active listeners who are aware of the "inner voice" one hears when writing.
Harmer (2001) expresses that listening is a “receptive skill” where people obtain the main idea according to what they hear. Besides, Helgesen (cited by Gonzales Moncada, 2003) supports that listening helps learner to be “flexible listeners”, to know how to listen in order to get the general idea or the specific information needed to understand videos. Similarly, Richard & Rubin (cited by Van Duzer, 1997) argue that “although listening is a passive skill it is very much an
9 active process of selecting and interpreting information from auditory and visual clues”.
Rubin (1995:7) says that listening is conceived of as an active process in which listeners select and interpret information which comes auditory and visual clues in order to define what is going on and what the speakers are trying to express. Rubin completes her definition by saying that active means listeners get information (from visual and auditory clues) and relate this information to what they know. Select means that in the process of making sense of the input, listeners use only part of the incoming information. Interpret means that in trying to make sense of the input, the listener uses their background knowledge as well as the new information of what is going on and to figure out what speakers intend.
Obviously listening influences other skills. Tomatis shows that the quality of an individual’s listening ability will affect the quality of both their spoken and written language development. He also views that if the sounds of the target language are presented to the learners before presenting them in written form, the ease with which they integrate those sound will be reflected in their understanding and production of the language.
Listening as a basic input material is very important for the students in learning English. It is highly complex process that draw on knowledge of the linguistic code (language form) and cognitive processing skill (the skill process in the mind).
10 1. The Nature of Listening Comprehension
Many linguists and experts also have defined the meaning of listening comprehension. Firstly, comprehension is defined as the mind act or power of understanding (Hornby, 1987: 174). In line with Hornby, Brown and Yule (1997: p.69) state that ―Comprehension is not simply the reduction of uncertainty, as has sometimes been claimed; it is also the integration into experience‖.
Comprehension is a type of understanding such that the individual knows what is being communicated. So, Comprehension is the ability to grasp something mentally and the capacity to understand ideas and facts.
Moreover, Nunan (2003) says that listening was seen as a major source of comprehensible input. Language learning textbooks began including listening activities that were not simply presentation of language to be produced. They were listening activities for input, the beginning of the kinds of listening tasks common in books today.
Meanwhile, Buck (2007) says that listening comprehension as a process, a very complex process, and if teachers want to measure it, they must first understand how that process work. If teachers consider how the language comprehension system works, it is obvious that a number of different types of knowledge are involved: both linguistic knowledge and nonlinguistic knowledge. Linguistic knowledge is of different types, but among the most important are phonological, lexis, syntax, semantics, and discourse structure.
11 The non-linguistic knowledge used in comprehension is knowledge about the topic, about the context, and general knowledge about the world and how it works. In particularly, listening comprehension lesson are vehicle for teaching elements of grammatical structure and allow new vocabulary items to be contextualized within a body of communicative discourse.
After noticing the theories above, it can be concluded that listening comprehension is the mind activity to understand spoken materials containing information to get the meaning the speaker want to convey using his background knowledge through the interaction between the listener and the speaker.
2. The Purpose of Listening
Someone always has a purpose for listening. They may listen to the radio in the morning to decide whether to wear a coat or take an umbrella. They may listen to a song for pleasure. We listen in different ways based on our purpose.
Having a purpose helps us listen more effectively.
Underwood (1997) argues that there are four main objectives in listening, they are exposing students to a range of listening experiences, making listening purposeful for the students, helping students understand what listening entails and how they might approach it and building up student‘s confidence in their own listening ability. Furthermore Rivers (1981) and Weaver (1972) in Celce- Murcia (2001) say as follows, in reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to
12 listen twice as much as we speak, four times more than we read, and five times more than we write.
Rivers (1981: 161) says that ―Listening is creative skill. In order to comprehend to sounds falling in our ears, we take the raw material of words, arrangement of words, and the rise and fall of the voice, and from this material we create significance‖.
Moreover, Friend and cook (1996: 137) state that listening is primary means of gaining information and also a means of conveying the messages of others. From the discussion above, it can be concluded that if students know why they are listening, they are more focused. Teachers can help students understand what they are hearing if teachers activate their prior knowledge, teach them (or remind them of) the words that are useful for the listening task, and tell them the purpose of their listening.
3. The importance of listening
Listening comprehension needs more concentration and a quick understanding is also required. When listening, a lot of factors should be specifically paid attention. They are context, facial expressions, and body gestures that are very important for the listeners to facilitate the understanding of what is conveyed by speakers (Ziane, 2011).
According to Rost (1994) and Ziane (2011), listening comprehension is very important because it is a process through which we get input and without its comprehension learning does not happen. Doff (1995) and Ziane (2011)
13 represented that listening has a significant effect on developing speaking. That is, we cannot develop our speaking ability unless we develop our listening skill.
If a learner has a good listening ability in English language, it would be very easy for him to listen to the radio, to study, watch films, or communicate with foreigners. Learners should have a lot of practice and exposure to English in order to develop this ability. There is a relationship between listening to a language and learning it. If we compare two learners; one is living in a country where the target language is the first language and the other is living in a country where English is only spoken in academic places. The difference is that the first learner can acquire English more easily, effectively, and rapidly than the second one. Consequently, learners need as much exposure to English language as possible.
According to Hedge (2000), listening has an important role in everyday life and when people are engaged in communication nine percent is spent to writing, 16 percent to reading, 30 percent to speaking, and 45 percent to listening which shows the significance of listening in the communication process. Lundsteen (1979) expressed that listening is the first skill to appear.
He continued that children listen before they speak. Hedge (2000) indicated that modern society likes to change from printed media towards sound and its members. Therefore, the significance of listening cannot be ignored. He emphasized that listening is of great importance in English language classrooms.
14 4. Video as Teaching Media
a). Definition of Video
There are many definitions about video. Smaldino (2002: 283) defines it as electronic storage of moving images. He adds that any electronic media format that employs “motion pictures” to present a message can be referred to as video. Sadiman (1986: 76) explains that video is audio visual medium that can be used to distribute message from sender to receiver so that it can facilitate learners to study about certain material.
Furthermore, McLuhan and Fiore in Lever (2003: 332) explain that video is a highly regarded instructional method with its roots in the constructivist learning styles, and multiple intelligences theoretical camps. Using sight and sound, video is the perfect medium for students who are auditory, visual and kinesthetic-tactile learners. Besides, video as a listening tool can enhance students’ listening experience. Visual information in video is important in teaching and learning process especially in teaching second- language listening.
Rubin in Buck (2001:47) suggests that visual support can aid language learners, especially less proficient learners and is particularly helpful with more difficult texts. The setting, action, emotions, gestures, etc., that the students can observe in a video clip; provide an important visual stimulus for language production and practice. In general, teaching listening by using video can help to avoid the general problems in the classroom, like the boredom, weariness, not
15 understanding the relevance of the information, and incorrect modalities for learning.
5. The Benefits of Using Video in the Classroom
There are some benefits of using video especially in the classroom. Smaldino (2002: 288) mentions the advantages of using video in general as follows.
a. Motion.
Moving images have an obvious advantage over still visuals in portraying concepts in which motion is essentials to mastery (such as psychomotor skills).
b. Process.
One operation, such as assembly line steps or science experiments, in which sequential movement is critical can be shown more effectively.
c. Dramatization.
Dramatic recreation can bring historical events and personalities to life.
They allow students to observe and analyze human interactions.
d. Skill learning.
Research indicates that mastery of physical skills requires repeated observation and practice.
e. Affective learning.
Because of its great potential for emotional impact, video can be useful in shaping personal and social attitudes.
f. Cultural understanding.
16 People can develop a deep appreciation for other cultures by seeing
depictions of everyday life in other society.
While in http://www.teachingenglish.org.uk/talk, it is stated that there are some benefits of using video in the classroom. These benefits of using video in classroom for young learners are as follows.
1). Video communicates meaning better than other media.
2). Video presents language in context in ways that a cassette can't. Learners can see who's (or what's!) speaking, where the speakers are, what they're doing, etc. All these visual clues can help comprehension.
3). Video represents a positive exploitation of technology.
4). Teenagers, in particular, have a positive attitude towards television and video. It is seen as being 'modern' compared to books.
C. Hypotheses
There are two hypotheses on this research, they are null hypotheses (H0) and alternative hypotheses (H1). The hypotheses of the research are as follow:
(H0) : video short story can improve students’ listening comprehension (H1) : video short story cannot improve students’ listening comprehension.
17 𝑶1
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, Population and sample, research instrument, method of collecting data, instrument, and method of analyzing data which are elaborated as follows.
A. Research Design
In this research, the writer applied pre-experimental design mixing qualitative and quantitative data. The qualitative is taken from classroom observation. Based on Arikunto (2009) statement, there are two kinds of experimental design. They are the pre-experimental and the true-experimental. Pre- experimental design is the experiment that consists of research, one-shot case study, one group pretest posttest design and intact-group comparison. This research uses one group pre-test post-test design. This design consist of pre-test, treatment and post-test. Arikunto (2009:212) states that the form of this method as follows:
X
Explanation:
𝑶1 : Pre- test X : Treatment 𝑶2 : Post- test
𝑶2
18 B. Population and sample
1. Population
Population has important role in obtaining data for the research.
According to Arikunto (2006), population is all the individuals who play as the subjects in the research. The target population of the research was the eighth grades students in Junior High School SMPN 6 Moncongloe in academic year of 2018/2019. The class is grouped into four classes. These class were VIII.1, VIII.2, VIII.3 and VIII.4. The total number of the population was 117 Students 2. Sample
Meanwhile, Arikunto (2006) stated that sample is part of population. It has a smaller group as the representative of the population. The sample of this research was 15 students of class VIII.1. This class was purposely chosen after the researcher conducted a personal interview with the English teacher to find which class is more suitable to be participant in this research. The sampling technique in this research was the purposive sampling technique. Which means that the writer did not select the sample randomly but the writer choose 15 students in accordance to the characteristic were supposed to the research question.
The characteristic are used in selecting the participants:
a) The participants must be second grade students in VIII. 1 academic year 2018/2019.
19 b) The participants are available to join in listening pre-test, treatment and
post-test.
c) The participants were included in one of the level (low, medium and high) in listening.
C. Method of Collecting Data
The method used in collecting data for this research was quantitative and qualitative method. Quantitative method consisted of test (pre-test and post-test) and questionnaire then qualitative method consisted of classroom observation.
a. Quantitative Data 1. Test
Listening test was also done to obtain the information on the students’
listening comprehension. The test was done twice in the form of pre-test and post-test. In this research the pre-test and post-test were given to the students to find out the condition of the students’ listening comprehension before and after use of YouTube video technique.
a) Pre-test
Pre-test was given before the treatments. The research distributed students’ to measure the students’ prior knowledge in listening comprehension. In this pre-test the writer showed the video about short story, and the writer gave test to students.
20 b) Treatment
After giving the pre-test, the writer collaborated with the teacher and observed the treatment of the technique. The writer will treated the students by showing the video on YouTube which told about short story.
The teaching procedure for this treatment are as follows:
1. The teacher showed the short story video which contained a narrative story
2. The teacher asked the students to write down what they listened in the video.
3. The teacher distributed the questions that related to the video.
4. The teacher asked the student to retell the story based on what they listened and comprehended.
c) Post-test
After having the treatment, the post-test administered to find out how increase the students’ improvement were after the pre-test. The test was given as the same as the test distributed in the pre-test. More tellingly, the writer also instructed to complete the sentences according to the video that had been given, and the students had to immediately answer the multiple choice.
21 2. Qualitative data
a. Questionnaire
In this study, the writer used questionnaire to know the students’
perceptions toward using short story video to improve their listening comprehension. The research provided questionnaire in the form of a Like’s scale (Gay, 2006) as follows:
b. Classroom observation
The classroom observation was done when treatment process was running. The class observation was conducted to gain information about the class situation, students. Whether than the students interest with technique or not. According Fraenkle& Wallen (2006) stating that observation is conducted to get more detailed and accurate information about what students and teacher doing in the class. So, by using this instrument, the researcher can capture all of the aspects and details in the lesson and also it will give a complete information for the researcher.
The researcher observed and recorded the whole process of treatment.
Score Category
5 Strongly Agree
4 Agree
3 Undecided
2 Disagree
22 D. Instrument
The instrument of this research as follows:
1. Listening test
In this research, the writer used listening test as the instrument which was considerably video to improve the students’ listening comprehension.
The video used in this research was short story video which was taken on YouTube. The videos were about narrative story such as fable, fairy tale, and legend.
2. Questionnaire
In this section, the research provided questionnaire to analyze the perception faced by the eighth grade students in SMPN 6 Moncongloe.
In this research, the research used questionnaire to find out the students’
perception using specified videos to improve their listening comprehension. The questionnaire consisted 10 questions.
3. Field note
The field note contained of the activity which was done. During the implementation of the actions, the researcher wrote every activity of the actions related to the teaching and learning process of listening. The field note was used as the support for the qualitative data.
23 E. Method Data Analysis
The data was taken from the pre-test and post-test. The data in this research displayed in the following procedure:
1. Quantitative Data 1) Coding
Each student is attributed with specific code i.e., S-01 until S-25. S stands for student and 01 represents token
2) Scoring.
In scoring student’s listening comprehension, the writer gave 30 questions with two types. Those types are “multiple choice” which is consist of 20 items and cloze test which consist of 10 items.
𝑆𝑐𝑜𝑟𝑒 =𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠 𝑋 100
(Syah, 2008)
3) Tabulating and classifying.
The writer classified the students’ score into five levels by using following criteria:
a) 80-100 is classified as excellent b) 70-79 is classified as good c) 60-69 is classified as fair d) 50-59 is classified as poor e) 0-49 is classified as very poor
(Syah, 2008)
24 4) Finding out the percentage of the student’s score. The writer
calculated it by using this formula by Gay (2006) : P = 𝐹
𝑁 X 100 % Where:
P: percentage F: Frequency
N: The total number of the students
5) Calculating the mean score of the students pre-test and post-test by using the formula :
𝑋 = ∑ 𝑋
𝑁 Notation:
M : Mean
∑𝑋 : The sum of total score N : The total number of students
(Gay, 2006) 6) Questionnaire analysis
Questionnaire was analyzed using Likert scale (Gay, 2006) as follows:
Every options symbolizes a score, if the score of the questionnaire is high, it incited that the students have high interest in the method.
Score Category
5 Strongly Agree
4 Agree
3 Neutral
3 Disagree
2 Strongly disagree
25 CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the writer describes the result and the data analysis of the study. It consists of the observation result that shows the writer’s observation in the English class and the presentation of the data analysis of the listening test result. In this study, the writer chooses the students of VIII. 1 of SMP NEGERI 6 MONCONGLOE at 2019/2020 academic year as the respondents. In order to find data and information about the students’ comprehension on listening through YouTube video, the writer use the examination/test method. The tests consist of filling the blank text and multiple choice. After that, the researcher explains the student’s responses about their interest in this method.
A. Findings
The findings of the research were based on the result of the data analysis. The listening test consists of pre-test and post-test. The pre-test was given to find out the listening comprehension of the students before doing the treatment, while the post-test given to find out the improvement of the students’ listening comprehension after utilizing the treatment, using YouTube video as the media.
The data presentation and analyses of the research are explained below:
26 1. Presentation of the observation result
The writer chose one class and selected 15 students of the observation. The observation was taken in treatment class. This below is the result of the observation:
The writer observed when the teacher introduced about listening and short story. During the learning process, the teacher asked some questions related to listening and short story. The students answer the question differently based on what they have known before. Then the teacher told the students that they will listen and watch the video that has downloaded from YouTube. The students was excited. After turning the LCD on, the teacher get a paper contain the transcript of the video but there are some blank spaces to be filled and completed based on what they have listened to the short story. In that video, there are some short story such as Bawang putih bawang merah, mount tangkuban perahu and the ant and the grashopper. The student listened carefully and paid attention to the video. The class was active, some students took an opportunity to answer the teacher questions.
After listening and watching the video, the students get difficulties to write the words that they have listened. The teacher fixed that misunderstanding in their listening. Sometimes, the students made some discussions that related to the story. The teacher asked students if there was an unfamiliar word from the story and the teacher explained to them, then the teacher taught the students
27 how to pronounce the words that they have listened. The interaction among students and the teacher were good. The relax atmosphere made the students and communicative without any hesitation and nervous.
2. Data presentation and analyses (cloze test )
The researcher analyzed the data based on students’ listening comprehension score in pre-test and post-test. In this section, there were 25 numbers of blank words that the students had to endue to complete text based on the YouTube video that had shown by the researcher. The following table showed the result of the cloze test.
Table 1
The Students’ Listening Scores from pre-test (cloze test) Student
number
Number correct answer
Score Percentage
S1 20 80 5,33
S2 19 76 5,06
S3 20 80 5,33
S4 18 72 4,8
S5 18 72 4,8
S6 17 68 4,53
S7 16 64 4,26
S8 16 64 4,26
S9 15 60 4
S10 14 56 3,73
S11 14 56 3,73
S12 15 60 4
S13 13 52 3,46
S14 13 52 3,46
S15 10 40 2,66
Total 238 952 63,44
Mean 63,46
28 The table above illustrated the students’ listening comprehension score before giving the treatment. The score that the writer gave to the students was taken from the section of fill the blank test. In this section, the writer presented the students’ answer from the pre-test. The students’ answers presented from higher to lower scores.
The student with the highest score were gave to the student number 1 and 3 who got 80 score that means it is an “excellent” score. Student number 1 wrote 20 number of words accurately and wrote 5 number of words inaccurately such as pond, hatch, rejected, troubled and ashamed. Besides, student number 3 wrote 20 numbers of words accurately and wrote 5 numbers of words inaccurately such as pond, hatch, leave, troubled and ashamed.
While, the lowest score of correct answer in cloze test is 40% means “very poor”. The students who got lowest score was the student number 15, The student wrote 10 words on the blank spot correctly then wrote 15 number of words inaccurately such as pond, hatch, since, become, really, leave, deep, find, rejected, stay, wandering, troubled, ashamed, reflection, and different.
There were also students who got range score between 70 -79 which means
“good”. They are the students with number 2, 4, and 5. Student number 2 got score 76. She wrote 19 numbers of words correctly and wrote 6 numbers of words incorrectly such as pond, hatch, since, rejected, troubled, and ashamed.
Next, student number 4 got score 72. She wrote 18 numbers of words
29 accurately and wrote 7 words inaccurately such as pond, hatch, since, become, leave, troubled and ashamed. The last, student number 5 got score 72. She wrote 18 numbers of words accurately and wrote 7 words inaccurately such as pond, hatch, since, leave, rejected, troubled and ashamed.
Besides that, there are some students who got range score 60-69 which mean “fair”, they are the students with number 6,7,8,9 and 12. foremost, students number 6 got score 68, she wrote 17 number of words accurately then wrote 8 numbers of words inaccurately such as pond, hatch, since, become, leave, find, rejected, and ashamed. Then, Student number 7 got score 64, she wrote 16 numbers of words correctly and wrote 9 number of words inaccurately such as pond, hatch, since, become, really, leave, find, troubled, and ashamed.
Likewise, student number 8 got score 64, he wrote 16 numbers of words accurately and wrote 9 numbers of words inaccurately such as pond, hatch, since, leave, find, rejected, wandering, troubled, and ashamed. Besides, student number 9 got score 60, she wrote 15 numbers of words accurately and wrote 10 numbers of words inaccurately such as pond, hatch, since, become, leave, find, rejected, troubled, ashamed and different. The last, student number 12 got score 60, she wrote 15 numbers of words accurately and wrote 10 numbers of word inaccurately such as pond, hatch, since, really, leave, find, rejected, stay, wandering, ashamed.
30 Meanwhile, there are also students who got range score 50-59 which means “poor” and they are student number 10, 11, 13 and 14. For the first, students number 10 and 11 got score 56, they wrote 14 number of correct words and wrote 11 numbers of words inaccurately such as pond, hatch since, longtime, become, leave, find, wandering, troubled.
In addition, the students number 13 and 14 got the same score that is 52 score. They wrote 13 numbers of words accurately then wrote 12 numbers of words inaccurately such as pond, hatch, since, become, leave, find, rejected, wandering, troubled, ashamed, reflection, and different. Based on the writer analysis it can be seen that the mistakes done by the students during the listening test in cloze test are some students have difficulties to comprehend what they have listen and how to write the words that they have listened.
After administering the pre-test, the writer asked some student about some words in the test. The students responds were “they never do the listening class, so they fell difficult to comprehend what they have listen in the test”. The other students said that “some words are unfamiliar”.
31 Table 2
The students’ listening score from post-test
The table above showed that the students’ post-test score after applying YouTube video technique as the treatment in the classroom. The post-test column presents some improvements seen from their scores.
There are 4 students whose got score are 92% to 100% these categorized excellent .these students are students number 1, 2, 3, and 4. In addition, in
Number Number of correct answer
Score Percentage
S1 24 96 6,4
S2 23 92 6,13
S3 25 100 6,66
S4 23 92 6,13
S5 22 88 5,86
S6 22 88 5,86
S7 20 80 5,33
S8 21 84 5,6
S9 22 88 5,86
S10 21 84 5,6
S11 20 80 5,33
S12 20 80 5,33
S13 21 84 5,6
S14 18 72 4,8
S15 19 76 5,06
Total 321 1.284 68,76
Mean 85,6
32 the post-test there are also increasing number of students who got the range score 80-100% which called “excellent” and they are the students number 5, 6, 7, 8, 9, 10, 11, 12, and 13.
Moreover the student number 14 and 15 got the range score 70-79%
“good”. Based on the post-test analyses, the writer concluded that there is an improvement of students’ score after conducting the treatment by using YouTube video technique. The students began to comprehending every vocabulary that the student listened from the test and they began to answer correctly rather than in the post-test.
After analyzing the pre-test and post-test data, the writer analyzed the achieved score in the pre-test and post—test scores to see the students’ in comprehending the words that they have listened after applied using the YouTube video technique. The result shows in the table below
33 Table 3
The Achieved Scores in the Pre-Test and the Post-Test Results in the cloze test
The table indicates that the great increase in listening are the students number 15 by 36%, the student number 13 also increased by 32%. While students who got an increasing score increased are students number 3, 4, 6, 8, 12, they are increased their listening comprehension by 20%. Student number 9 and 10 is 28%. While student number 11 got increased by 24%.
No.
Students
The Scores Achieved in the Pre-test and the Post-test Results
Achieved Scores
Pre-test Post-test
S1 80 96 16
S2 76 92 16
S3 80 100 20
S4 72 92 20
S5 72 88 16
S6 68 88 20
S7 64 80 16
S8 64 84 20
S9 60 88 28
S10 56 84 28
S11 56 80 24
S12 60 80 20
S13 52 84 32
S14 60 72 12
S15 40 76 36
34 Besides that students number 1, 2, 5 and 7 got increased score by 16%.
Then, the student who got a small increased is students number 14 by 12%.
The writer also show the chart below to make it clear the difference in scores between the pre-test and post – test results in the fill the blank test of listening.
3. Data presentation and analyses II (Multiple choice test)
The second datum is multiple choice tests where the students had to choose the correct answer based on the question. In the multiple choice section, there were 10 questions which were given by the researcher .The researcher used the same video in filling the blank test. The transcript of the video as follow:
THE UGLY DUCKLING
It was a bright summer afternoon mother duck find the lovely spot under a tree by the pond on the lay her eggs. She laid five eggs. Suddenly she noticed that one of the eggs was different from the other eggs. She got a little worried.
She waited for them to hatch. One fine morning, at last, one after another, the eggs began to crack. “Peep peep peep” they said all the eggs, had come alive and the ducklings were poking their heads out into the big world. All broke expect one “oh what sweet babies I have what a lucky mother I am, but what happened with the fifth one? The duck was worried. “This last egg is taking such a long time”. She sat on the egg and gave it all the warmth that it could give “This would be the most beautiful duckling of all since this is taking so much time to hatch”.
One fine morning, when the egg broke. There came out an ugly grey colored duckling “peep peep” “ this duckling was different from its other siblings, it was very big and rather ugly “none of other duckling look like that,
35 this one is perhaps ugly” the mother duck was surprise to see her and was very sad. Mother hoped that one day she would become just like her siblings. But day went by the duck remained ugly. All her brother and sisters made fun of the duckling and they would not ply with him, the duckling was very sad. “You are ugly” “hahaha, look at that ugly little thing on the earth” “ya go away, you are so ugly” “we will not play with you, you ugly monster” they all laughed at him. The ugly duckling was really sad.
The ugly duckling went to the pond and looked at his reflection in the pond, nobody likes me, I am so ugly!, the duckling decided to leave the family, and go somewhere deep into the woods. The duckling wandered all alone in the deep forest, soon when winters come by, there was snow all around. The duckling was sad and he shivered with cold. But couldn’t find any food to eat or warm place to be in. he went to a family of ducks, they rejected him. “You are an ugly chap” “who is this ugly fellow?” he went to stay in the hen’s house, there the hens pecked him with their beaks so he ran away. He met a dog on the way, the dog saw him and went away. The ugly duckling thought to himself “I am so ugly that even the dog doesn’t want to eat me”. The ugly duckling sadly started wandering in the woods again, there he met a peasant who took him home to his wife and children. But even there he was troubled by the cat that live there. Soon he leave the peasant’s house .Soon it was spring, everything was fresh and green once again .Walking and walking, he saw a river. He was so happy to see the water again.
He went close to the river where he saw a beautiful swan swimming, he feel in love with her, the duckling was ashamed of himself and bowed his head low. When he bent his head, he saw his own reflection in the water and was astonished. He wasn’t ugly anymore, he had turned into a handsome young swan, now he realized why he looked different with his siblings. Because he
36 was a swan and they were ducks. He married the beautiful swan that he had fallen in love with and happily live ever after.
a. Data and analysis pre-test
1) Where does the mother duckling find the spot to lay her eggs?
a. Under the pond.
b. Behind the tree by the pond.
c. Under a tree by the pond.
d. On the tree by the pond.
Table 4
The table 4 above illustrated that there are 7 (47%) students who answer correctly by choosing “C. Under a tree by the pond”. This answer is correct because the mother duckling find the spot to lay her eggs under a tree by the pond. It can found in the beginner of story “it was a bright summer afternoon, mother duck find a lovely spot under a tree by the pond” Thus, they listen and understand about the meaning of what they have listened / audio given to students.
While there are 8 students (53%) who chose incorrect answer, they are 2 students choose “A” under the pond, 4 student choose “D” on the tree by the pond, 1 student choose “B” behind the tree by the pond, 1 student who did not choose the answer.
Items Total of students
The Students’ Answer
Correct % Incorrect %
1 15 7 46% 8 53%
37 From the data above, there are 8 students who answered the first question correctly. It means that the students who understand and pay attention to the story got smaller score than who do not understand and pay attention to the story. The correct answer is C.
2) She waited for them to hatch” the underlined word refer to……..
a. Her eggs b. Other eggs
c. The different eggs d. The Swan
Table 5
It can be seen from the table 5, there are 5 students who answer (33%) out of 15 students who choose “A. Her eggs” as a correct answer. The answer is correct because based on the story from the beginning, “she laid five eggs. She got a little worried, she waited for them to hatch”. Thus, the students comprehended the story.
While, there are 10 (67%) students who chose incorrect answer, they are 7 students choose “B. other eggs” this answer is wrong because the other eggs in this story refer to one eggs who was different from other
Items Total of students
The Students’ Answer
Correct % Incorrect %
1 15 5 33% 10 67%
38 eggs. Then, 2 students choose “C. the different eggs. 1 student who answer “D. The swan”.
From the data above, there are 5 students who choose answer the second questions correctly. It means that the students who understand and pay attention to the story what they have listen smallest than who do not understand and pay attention to the story. The correct answer is D.
3) “we will not play with you, you ugly monster” the underlined word refer to
a. Monster
b. The ugly duckling c. The mother d. The kids
Table 6
From the table 6 above, there are 5 students (33%) who choose “B.
The ugly duckling” as the correct answer. The answer is correct because all his brother and sister made fun and they would not play with him, and they said to him “we will not play with you, you ugly monster. So you in this story refers to the ugly duckling. While there are 10 students (67%)
Items Total of students
The Students’ Answer
Correct % Incorrect %
1 15 5 33% 10 67%
39 who choose incorrect answer, they are 8 students choose “A. Monster”.
Then 2 students did not choose the answer.
From the data above, There are 5 students answer the third question correctly. It means that the students who understand and pay attention to the story what they have listen smaller than who do not understand and pay attention to the story. The correct answer is B.
4) Why does the ugly duckling leave the peasant’s house a. Because there was snow all around
b. Because the duckling was sad and he shivered with cold.
c. Because there the hens pecked him with their beaks d. Because he was troubled by the cat that live there
Table 7
It can be seen from the table 7 above, there 7 students (47%) who choose “D. Because he was troubled by the cat that live there” this answer is correct because it can be found in this story said that “there he met a peasant who took him home to his wife and children. But there he was troubled by the cat that live there. Thus they comprehended about the story that they have listened.
Items Total of students
The Students’ Answer
Correct % Incorrect %
1 15 7 47% 8 53%
40 While there are 8 students (53%) who choose incorrect answer, they are 3 students answer “A. Because there was snow all around”. This answer is wrong because this answer is not related to the question. Then, 5 students choose “B. Because the duckling was sad and shivered with cold.
From the data above, there are 7 students who answer the fourth question correctly. It means that the students who understand and pay attention to the story what they have listen smaller than who do not understand and pay attention to the story. The correct answer is D.
5) What are the differences between the ugly duckling and his siblings?
a. Very big and rather ugly b. Handsome and tall c. Very big and dirty d. Ugly and very little
Table 8
It can be seen from the table 8, there are 5 (33%) students who choose
“A. very big and rather ugly” as the correct answer. This answer is correct because the story tell us “this duckling was different from its other siblings,
Items Total of students
The Students’ Answer
Correct % Incorrect %
1 15 5 33% 10 67%
41 it was very big and rather ugly”. Thus, the students comprehended and paid attention to the story that they have listened.
While, there are 10 students (67%) who choose incorrect answer, they are 6 students choose “D. Ugly and very little. This answer is not stated wrong because this answer did not tell in this story. Then 3 students choose
“C. Very big and dirty”, and 1 student choose “B. Handsome and tall”.
From the data above, there are 5 students who answer the fifth question correctly. It means that the students who understand and pay attention to the story what they have listen smallest than who do not understand and pay attention to the story. The correct answer is A.
6) What did the hens do when the ugly duckling went to stay in their house?
a. They eat him b. They rejected him
c. They pecked him with their beaks d. They loved him
Table 9
It can be seen from the table 9 above, there are 4 students (27%) who choose “C. They pecked him with their beaks” as the correct answer.
This answer is correct because the story tells us the ugly duckling went to Items Total of
students
The Students’ Answer
Correct % Incorrect % 1
15 4 27% 11 73 %
